Bridging the gap between prosody and pragmatics: the acquisition of pragmatic prosody in the preschool years and its relation with theory of mind
While it is well known that prosodic features are central in the conveyance of pragmatic meaning across languages, developmental research has assessed a narrow set of pragmatic functions of prosody. Research on prosodic development has focused on early infancy, with the subsequent preschool ages and...
| Autores: | , , , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/22626 |
| Acceso en línea: | http://hdl.handle.net/10256/22626 |
| Access Level: | acceso abierto |
| Palabra clave: | Anàlisi prosòdica (Lingüística) Filosofia de la ment Prosodic analysis (Linguistics) Philosophy of mind Llenguatge i llengües -- Adquisició Language -- Acquisition Infants -- Llenguatge Children -- Language Psicolingüística Psycholinguistics |
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Bridging the gap between prosody and pragmatics: the acquisition of pragmatic prosody in the preschool years and its relation with theory of mindPronina, MariiaHübscher, IrisVilà Giménez, ÍngridPrieto, PilarAnàlisi prosòdica (Lingüística)Filosofia de la mentProsodic analysis (Linguistics)Philosophy of mindLlenguatge i llengües -- AdquisicióLanguage -- AcquisitionInfants -- LlenguatgeChildren -- LanguagePsicolingüísticaPsycholinguisticsWhile it is well known that prosodic features are central in the conveyance of pragmatic meaning across languages, developmental research has assessed a narrow set of pragmatic functions of prosody. Research on prosodic development has focused on early infancy, with the subsequent preschool ages and beyond having received less attention. This study sets out to explore how young preschoolers develop the ability to use prosody to express pragmatic meanings while taking into account children's Theory of Mind (ToM) development. Though ToM has been suggested to be linked to the development of receptive prosody, little is known about its relationship with expressive prosodic skills. A total of 102 3- to 4-year-old Catalan-speaking children were assessed for their pragmatic prosody skills using 35 picture-supported prompts revolving around a variety of social scenarios, as well as for their ToM skills. The responses were analyzed for prosodic appropriateness. The analyses revealed that 3- to 4-year-olds successfully produced prosody to encode basic expressive acts and unbiased speech acts such as information-seeking questions. Yet they had more trouble with complex expressive acts and biased speech acts such as the ones that convey speakers' beliefs. Further analyses showed that ToM alone is not sufficient to explain children's prosodic score, but the prosodic performance in some pragmatic areas (unbiased pragmatic meanings) was predicted by the interaction between ToM and age. Overall, this evidence for the acquisition of pragmatic prosody by young preschoolers demonstrates the importance of bridging the gap between prosody and pragmatics when accounting for prosodic developmental profiles, as well as taking into account the potential influence of ToM and other socio-cognitive and language skills in this developmentFrontiers Media2021info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionpeer-reviewedapplication/pdfhttp://hdl.handle.net/10256/22626http://hdl.handle.net/10256/22626Frontiers in Psychology, 2021, vol. 12, art.núm. 662124Articles publicats (D-DE)Pronina, Mariia Hübscher, Iris Vilà Giménez, Íngrid Prieto, Pilar 2021 bridging the gap between prosody and pragmatics: the acquisition of pragmatic prosody in the preschool years and its relation with theory of mind Frontiers in Psychology 12 art.núm. 662124reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)Inglésinfo:eu-repo/semantics/altIdentifier/doi/10.3389/fpsyg.2021.662124info:eu-repo/semantics/altIdentifier/eissn/1664-1078Attribution 4.0 International (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:recercat.cat:10256/226262026-05-29T05:05:01Z |
| dc.title.none.fl_str_mv |
Bridging the gap between prosody and pragmatics: the acquisition of pragmatic prosody in the preschool years and its relation with theory of mind |
| title |
Bridging the gap between prosody and pragmatics: the acquisition of pragmatic prosody in the preschool years and its relation with theory of mind |
| spellingShingle |
Bridging the gap between prosody and pragmatics: the acquisition of pragmatic prosody in the preschool years and its relation with theory of mind Pronina, Mariia Anàlisi prosòdica (Lingüística) Filosofia de la ment Prosodic analysis (Linguistics) Philosophy of mind Llenguatge i llengües -- Adquisició Language -- Acquisition Infants -- Llenguatge Children -- Language Psicolingüística Psycholinguistics |
| title_short |
Bridging the gap between prosody and pragmatics: the acquisition of pragmatic prosody in the preschool years and its relation with theory of mind |
| title_full |
Bridging the gap between prosody and pragmatics: the acquisition of pragmatic prosody in the preschool years and its relation with theory of mind |
| title_fullStr |
Bridging the gap between prosody and pragmatics: the acquisition of pragmatic prosody in the preschool years and its relation with theory of mind |
| title_full_unstemmed |
Bridging the gap between prosody and pragmatics: the acquisition of pragmatic prosody in the preschool years and its relation with theory of mind |
| title_sort |
Bridging the gap between prosody and pragmatics: the acquisition of pragmatic prosody in the preschool years and its relation with theory of mind |
| dc.creator.none.fl_str_mv |
Pronina, Mariia Hübscher, Iris Vilà Giménez, Íngrid Prieto, Pilar |
| author |
Pronina, Mariia |
| author_facet |
Pronina, Mariia Hübscher, Iris Vilà Giménez, Íngrid Prieto, Pilar |
| author_role |
author |
| author2 |
Hübscher, Iris Vilà Giménez, Íngrid Prieto, Pilar |
| author2_role |
author author author |
| dc.subject.none.fl_str_mv |
Anàlisi prosòdica (Lingüística) Filosofia de la ment Prosodic analysis (Linguistics) Philosophy of mind Llenguatge i llengües -- Adquisició Language -- Acquisition Infants -- Llenguatge Children -- Language Psicolingüística Psycholinguistics |
| topic |
Anàlisi prosòdica (Lingüística) Filosofia de la ment Prosodic analysis (Linguistics) Philosophy of mind Llenguatge i llengües -- Adquisició Language -- Acquisition Infants -- Llenguatge Children -- Language Psicolingüística Psycholinguistics |
| description |
While it is well known that prosodic features are central in the conveyance of pragmatic meaning across languages, developmental research has assessed a narrow set of pragmatic functions of prosody. Research on prosodic development has focused on early infancy, with the subsequent preschool ages and beyond having received less attention. This study sets out to explore how young preschoolers develop the ability to use prosody to express pragmatic meanings while taking into account children's Theory of Mind (ToM) development. Though ToM has been suggested to be linked to the development of receptive prosody, little is known about its relationship with expressive prosodic skills. A total of 102 3- to 4-year-old Catalan-speaking children were assessed for their pragmatic prosody skills using 35 picture-supported prompts revolving around a variety of social scenarios, as well as for their ToM skills. The responses were analyzed for prosodic appropriateness. The analyses revealed that 3- to 4-year-olds successfully produced prosody to encode basic expressive acts and unbiased speech acts such as information-seeking questions. Yet they had more trouble with complex expressive acts and biased speech acts such as the ones that convey speakers' beliefs. Further analyses showed that ToM alone is not sufficient to explain children's prosodic score, but the prosodic performance in some pragmatic areas (unbiased pragmatic meanings) was predicted by the interaction between ToM and age. Overall, this evidence for the acquisition of pragmatic prosody by young preschoolers demonstrates the importance of bridging the gap between prosody and pragmatics when accounting for prosodic developmental profiles, as well as taking into account the potential influence of ToM and other socio-cognitive and language skills in this development |
| publishDate |
2021 |
| dc.date.none.fl_str_mv |
2021 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion peer-reviewed |
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article |
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publishedVersion |
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http://hdl.handle.net/10256/22626 http://hdl.handle.net/10256/22626 |
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http://hdl.handle.net/10256/22626 |
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Inglés |
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Inglés |
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info:eu-repo/semantics/altIdentifier/doi/10.3389/fpsyg.2021.662124 info:eu-repo/semantics/altIdentifier/eissn/1664-1078 |
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Attribution 4.0 International (CC BY 4.0) https://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess |
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Attribution 4.0 International (CC BY 4.0) https://creativecommons.org/licenses/by/4.0/ |
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openAccess |
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application/pdf |
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Frontiers Media |
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Frontiers Media |
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Frontiers in Psychology, 2021, vol. 12, art.núm. 662124 Articles publicats (D-DE) Pronina, Mariia Hübscher, Iris Vilà Giménez, Íngrid Prieto, Pilar 2021 bridging the gap between prosody and pragmatics: the acquisition of pragmatic prosody in the preschool years and its relation with theory of mind Frontiers in Psychology 12 art.núm. 662124 reponame:Recercat. Dipósit de la Recerca de Catalunya instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
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Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
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Recercat. Dipósit de la Recerca de Catalunya |
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Recercat. Dipósit de la Recerca de Catalunya |
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